Another interesting tool that teachers are more often using in the classroom is that of webquests. They are tasks which encourage the active participation of students and the team or group work through the use of internet.But, ¿What are webquests? Let's see what they really are, their structure, types, resources, and finally, webquest examples to use with the method.
1. Definition
According to the Wikipedia, a WebQuest is a learning activity used by educators. During this activity learners read, analyze, and synthesize information using the World Wide Web. Webquests were invented by Bernie Dodge and Tom March at San Diego State University in 1995.
According to Dodge's original publication a WebQuest is "an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet, optionally supplemented with videoconferencing" (Dodge, 1995a; Dodge, 1995b).
2. Main parts
As you can read at one of the links at Webquest.org, WebQuests should contain at least the following parts:
An introduction that sets the stage and provides some background information.
A task that is doable and interesting.
A set of information sources needed to complete the task. Many (though not necessarily all) of the resources are embedded in the WebQuest document itself as anchors pointing to information on the World Wide Web. Information sources might include web documents, experts available via e-mail or realtime conferencing, searchable databases on the net, and books and other documents physically available in the learner's setting. Because pointers to resources are included, the learner is not left to wander through webspace completely adrift.
A description of the process the learners should go through in accomplishing the task. The process should be broken out into clearly described steps.
Some guidance on how to organize the information acquired. This can take the form of guiding questions, or directions to complete organizational frameworks such as timelines, concept maps, or cause-and-effect diagrams as described by Marzano (1988, 1992) and Clarke (1990).
A conclusion that brings closure to the quest, reminds the learners about what they've learned, and perhaps encourages them to extend the experience into other domains.
Some other non-critical attributes of a WebQuest include these:
WebQuests are most likely to be group activities, although one could imagine solo quests that might be applicable in distance education or library settings.
WebQuests might be enhanced by wrapping motivational elements around the basic structure by giving the learners a role to play (e.g., scientist, detective, reporter), simulated personae to interact with via e-mail, and a scenario to work within (e.g., you've been asked by the Secretary General of the UN to brief him on what's happening in sub-Saharan Africa this week.)
WebQuests can be designed within a single discipline or they can be interdisciplinary. Given that designing effective interdisciplinary instruction is more of a challenge than designing for a single content area, WebQuest creators should probably start with the latter until they are comfortable with the format.
3. Types
As seen in Webquestdirect, WebQuests come in two forms, Short Term and Long Term. Both use similar principles and methods but are used for different purposes.
Short Term Webquests
A short term WebQuest is designed to be completed over one to three lessons. Its aim is for the learner to have been introduced to a significant amount of new information and to have come to some understanding of it.
Long Term WebQuests
A longer term WebQuest will usually take between one week and a month of school time, though they may be extended over longer periods if desired. Its aim is for the learner to have been introduced to new information and to have analysed it thoroughly. From this analysis, learners extend the subject in some way and then demonstrate their understanding through a response.
A new type of webquests based in the concept of WebQuests created by Bernie Dodge is the MiniQuest. Unlike webquests, they consists of 3 steps or parts: The Setting (The Context), The Task and the Product. They may be built up by experienced teachers using the Internet in 3 or 4 hours and students might finish them in a 50 minutes class. They can be used by teachers who doesn´t have too much time or teachers getting started in the use of WebQuests.
4. Resources
You will see here different links with relevant information about webquests.
10. How to design a webquest: This WebQuest will provide materials and instruction on designing a WebQuest. It will not teach you how to make a webpage although several online tutorials are referenced. This WebQuest will address a variety of educator-learners and allow you to work at your own pace.
5. Webquests Examples
You could see in the following page of this wiki, the webquests - related to the student's book topics - to be used with your students. Click here.
WEBQUESTS
Table of Contents
1. Definition
According to the Wikipedia, a WebQuest is a learning activity used by educators. During this activity learners read, analyze, and synthesize information using the World Wide Web. Webquests were invented by Bernie Dodge and Tom March at San Diego State University in 1995.
According to Dodge's original publication a WebQuest is "an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet, optionally supplemented with videoconferencing" (Dodge, 1995a; Dodge, 1995b).
2. Main parts
As you can read at one of the links at Webquest.org, WebQuests should contain at least the following parts:
Some other non-critical attributes of a WebQuest include these:
3. Types
As seen in Webquestdirect, WebQuests come in two forms, Short Term and Long Term. Both use similar principles and methods but are used for different purposes.
Short Term Webquests
A short term WebQuest is designed to be completed over one to three lessons. Its aim is for the learner to have been introduced to a significant amount of new information and to have come to some understanding of it.
Long Term WebQuests
A longer term WebQuest will usually take between one week and a month of school time, though they may be extended over longer periods if desired. Its aim is for the learner to have been introduced to new information and to have analysed it thoroughly. From this analysis, learners extend the subject in some way and then demonstrate their understanding through a response.
A new type of webquests based in the concept of WebQuests created by Bernie Dodge is the MiniQuest. Unlike webquests, they consists of 3 steps or parts: The Setting (The Context), The Task and the Product. They may be built up by experienced teachers using the Internet in 3 or 4 hours and students might finish them in a 50 minutes class. They can be used by teachers who doesn´t have too much time or teachers getting started in the use of WebQuests.
4. Resources
You will see here different links with relevant information about webquests.
1. Webquests Taskonomy: A Taxonomy of tasks.
2. Web : Isabel Pérea Site with informationa about wequests in English and Spanish.
3. Articles: List of articles to know more about webquests.
4. Webquests: Definition, types, parts, and much more.
5. WebQuest Design Patterns.
6. Webquests@Work: What They Are, Where to Find Them and, How to Use Them Effectively.
7. Webquests in our future: he Teacher's Role in Cyberspace.
8. What is a webquest?: Explanation and much more.
9.Techtrekers: Webquests examples.
10. How to design a webquest: This WebQuest will provide materials and instruction on designing a WebQuest. It will not teach you how to make a webpage although several online tutorials are referenced. This WebQuest will address a variety of educator-learners and allow you to work at your own pace.
5. Webquests Examples
You could see in the following page of this wiki, the webquests - related to the student's book topics - to be used with your students. Click here.